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Tesis sobre el tema "Reading (Secondary)"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de julio de 2024

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1

Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.

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2

黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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3

Lau, M. H. "An investigation and comparison of the use of learner strategies : a case study of two secondary six students with different exposure to extensive reading in English /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142265.

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4

Frost, Linda Lucille. "A Multiple-Case Study of Secondary Reading Specialists." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1783.pdf.

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5

Siegel, Donna Farrell. "Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8802968.

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6

Shively, Rebekah R. "Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.

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This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns. The bounding theoretical and conceptual frames of this study were founded in political systems theory and shared leadership. The data from this study were compiled from three focus groups consisting of secondary reading teachers who implemented Florida’s secondary intensive reading policy. Data analysis was conducted using Boyatzis (1998) thematic approach as a means of analyzing the interview data. The data were coded using Sabatier’s (1986) construct of empowerments and constraints. Themes were identified using Hatch’s (2002) approach to inductive analysis. Eisner’s (1998) concept of educational criticism and professional literature within the educational criticism process provided a guide to the selection of important and relevant ideas based on my connoisseurship of the secondary reading initiative and my experience as a reading coach and teacher during the initiative. Three overarching themes were identified from the analysis of the teachers’ experiences: (a) A sudden change of content is a challenge to implementing policy change; (b) Challenges from inside and outside of the classroom hindered policy implementation; (c) Policy implementation brings insights: changing trends in assessment formats and instructional implications may call for new instructional strategies. This study found teachers were not adequately prepared in all areas to undertake the implementation of a new content area. In recounting their perceptions regarding their experiences of this policy implementation, teachers were exceptionally open about the areas in which they were not prepared to do the tasks they were given to do. This study also found teachers were valuable resources of information about the policy implementation process. Participant responses reinforced the need for communication and dialogue between secondary reading teachers and district level administration with particular emphasis on incorporating teacher feedback on student scheduling issues, instructional technology issues, and curriculum resources and development. Participants strongly reinforced the need for intra-district and inter-district collaborative professional development. Participants in this study speculated on the implications of online literacy as opposed to its more traditional form. They noted that reading online is a different experience from reading a book or a test in paper format, and they perceived a gap in their instructional methods and knowledge regarding how to instruct students in online literacy. Based on the discussion of this research, recommendations for further research and educational leadership were developed.

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7

Morisoli, Kelly. "Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.

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This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.

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8

Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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9

Wong, Lai-see. "A study of extensive reading in secondary 1 English classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.

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10

Barr, Amy. "A descriptive study of reading strategies for secondary education in Minnesota public schools." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.

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11

Chan, Lik-hang, and 陳力行. "Effectiveness of using reading assessment to enhance the grade 8 students' reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175312.

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本研究目的在於應用促進學習的評估理念，設計一套以評估提升香港中學二年級學生基本和高層次閱讀能力的實驗教學課程，以了解利用評估提升學生閱讀能力的成效。研究利用前測及後測考卷，對比學生在接受實驗教學前後的閱讀能力水平，結果發現利用評估有助提升學生的閱讀能力，特別是「理解篇章深層意義」和「建構個人新知識及看法」的能力。而利用評估提升學習成效，又以低程度閱讀能力的學生得益最大，對於「理解基本／表層文意」、「理解篇章深層意義」和「建構個人新知識及看法」三個能力層次均有顯著提升。研究結果顯示利用評估有助提升學生的閱讀能力，但亦須注意評估與教學內容的配合，特別是結合篇章理解策略教學，才可進一步發揮遷移及持久作用，達到促進學習的效果。 This study investigated the effectiveness of using reading assessment to enhance the Grade 8 students’ basic and higher-order reading ability. A group of 39 grade 8 students were assigned to learn an experimental reading instruction programme which is based on the theories of assessment for learning. Comparing the results of pre-test and post-test, students’ reading ability is found to be improved. The results indicated that students demonstrated significant gains from pre-test to post-test. Moreover, low achievers benefited most from the reading instruction programme. Their three levels of reading ability, including “understanding of basic / surface meaning”, “understanding of implicit meaning” and “construction of personal new knowledge and views”, were found to be improved. This study suggests using assessment for learning can enhance students’ reading ability.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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12

Cuevas, Joshua A. "Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/70.

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This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation’s public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses the neurological processes involved with reading and posits that independent silent reading (ISR) combined with scaffolding techniques may prove to be an effective method for addressing reading comprehension. The review also analyzes the components believed to be essential to reading, including vocabulary development, prior knowledge and background information, inferencing and prediction, and cognitive and metacognitive strategies. It argues that technological tools may have the potential to address these components within the framework of ISR. Chapter 2 details the experiment that tested these hypotheses. The study implemented an ISR program across a 5-month semester in a public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address the components of reading comprehension. Students were measured on multiple achievement and motivational assessments. Results indicated that students from the ISR groups made greater gains than the control group in total reading ability, reading comprehension, end-of-course reading scores, and success/ability attribution, but no differences emerged on the vocabulary assessment. The computer module ISR group performed similarly in most respects to the textbook ISR group, but students in the computer module ISR group increased in their reading motivation and scored better on the individual reading assignments, suggesting the cognitive tools assisted them in understanding specific material at hand. This research offers much needed data on secondary students’ reading achievement and motivation, and provides evidence for one method, ISR, that has the potential to address development in these areas.

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13

Sa-Correia, Maria Jose Cardoso Monteiro. "A critical approach to EFL reading : reading for change in Portuguese secondary schools." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020198/.

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14

Allman, Ruth. "Secondary teachers' perspectives on adolescent content area reading." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31196.

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This cross-sectional survey study was designed to investigate secondary teachers' beliefs, attitudes and reported practices related to content area reading and strategy instruction. The survey was conducted with 119 teacher leaders in eighteen secondary schools in a large multicultural school district in Western Canada during the spring of 2004. Respondents were selected because of their subject area expertise and leadership role in the field. Key findings were that respondents: (a) identified struggling readers in their classes as predominately male and typically in grades 8-10; (b) indicated that students struggled with comprehension and critical reading skills; (c) identified external factors as hindrances to students' successful literacy development; (d) indicated inadequate knowledge of content area reading instructional strategies; (e) reported a limited range of assessment tools used; and (f) identified obstacles related to, and a need for, programs and professional development that address the needs of struggling readers. It is concluded that there are three key areas of knowledge that teachers need in order to help students read content area materials: (a) knowledge of assessment tools that will help them identify areas in which their students struggle; (b) knowledge of content reading strategies that are integrated into disciplinary teaching, together with formative assessment that will support instructional decision-making; and (c) long-term and situated professional development programs in content area reading and strategy instruction that are sensitive to the context of their professional lives and that facilitate learning communities in schools.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate

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15

Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.

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16

REIS, HENRIQUE CLAUDIO DOS. "SECONDARY EDUCATION ESSAYS: A FUNCTIONAL READING OF ENUNCIATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20632@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A presente dissertação tem por objetivo defender que a redação do aluno do Ensino Médio (EM) da escola pública merece uma outra leitura que não a costumeiramente feita, escorada na gramática normativa. Inclui entendimento da parte do professor de que esta redação é expressão de um indivíduo que está em processo evidente, através da linguagem (Bakhtin, 1979), de formação da consciência de que pode ser sujeito cidadão de seu destino. Essa leitura pode ser feita por viés múltiplo então, e este trabalho mostra alguns deles, como a questão da argumentabilidade de uma palavra (Koch, 2002; Suarez Abreu, 2000) ou na instanciação em que ela ocorre junto a outras. Destaco a escolha de verbos, através dos quais se criam processos, propiciando crescimento da linha de argumentação (Halliday E Matthiessen, 2004). Princípios de coerência e coesão (Koch, 2005; Fávero, 2006) são também foco desta pesquisa. Trago para cá redações nas quais minhas alunas normalistas, de escola pública da Baixada Fluminense, iminentes professoras, respondem à pergunta/tema dada por mim: Favela é lugar de bandido?. Com base na linguística sitêmico-funcional, faço uma leitura que foge à gramática no sentido tradicional, em que o texto vale por seu funcionalismo, é entidade que valida sua semântica e o contexto, e decorre da fraseologia de argumentos. A análise do corpus de redações indica que algumas conseguem algo positivo; outras têm, levando-se em conta o fato de serem quase professoras, preocupantes deficiências de coesão, dentre outras. Contextualizo este quadro geral insólito do EM da escola pública na visão de articulistas de mídia escrita e também em dados estatísticos de aferição de avanços ou recuos de seu desenvolvimento. Concluo, reafirmando o papel do professor de Português: como o agente de transformação no tratamento da escrita do aluno do EM: mais do que uma atividade curricular, é uma voz a ser firmada de vez.<br>The aim of this study is to argue that the essays of students from secondary education can deserve a reading different from the one customarily made, supported by normative grammar. It includes teachers’ understanding that, to start with, the student’s text is a timely and possible expression of an individual who, through language (Bakhtin, 1979), is in an evident process of formation of his conscience as a citizen, whose greatest prerrogative is to be the owner of his destination. This reading can be done by multiple paths: the argument latent in words (Koch, 2002; Abreu Suarez, 2000) or in the instantiation by which they occur along with others. I highlight here the choice of verbs, by which processes are created, allowing growth of line of argument (Halliday AND Matthiessen, 2004), within principles of coherence and cohesion, and also promoters of argumentativity in plots that the text is working out (Koch, 2005; Favero, 2006). My corpus consists of my students’ essays, from a public school in Baixada Fluminense, who answered the question / theme posed by me: Is the favela a place of bandits? Based on functional-systemic linguistics, I analyze the texts in a non-grammaticalized way ( grammar in the traditional sense), in which the text stands on its functionalism, as an entity that validates its exterior, its semantics, context and resulting argumentative phraseology. This analysis indicates that some texts are more elaborate than others: some achieve greater cohesion than others, which present disconnected sentences. This itself deserves a discussion because they were produced by students who are about to graduate as elementary school teachers. I problematize the context of secondary education of public school, presented by some commentators and also by statistical data for measuring progress or setbacks in its development. I conclude by reaffirming the role of the Portuguese language teacher. If he/she deals with students’ essays as more than just a curricular activity, he/she can be the main agent of students’ identity awareness-raising process. He/she can help them see that they are a voice to be unquestionably firmed.

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17

Meadows, Nancy Wilson. "The effects of individual, teacher-directed and cooperative learning instructional methods on the comprehension of expository text /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7757.

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18

Chau, Kit Yee Kinna. "The reading strategies used by Hong Kong CMI senior form students and a reading package to develop reading strategies." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/343.

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19

Leung, Y. F. "Developing the culture of reading a case study of the implementation of reading activities in an EMI secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31683903.

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20

Seagrave, Lindy J. "Implementation of the PLAN Reading Strategy In a Secondary Science Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638823.

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21

Kendall, Alexandra Clair. "Reading fictions : reading reader identities in Black Country further education communities." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/3840/.

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This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’s engagement with textual experience that is grounded in young people’s own accounts of their experience of their out of school literacies. At the same I offer a critically reflexive account of the process of researching and representing research and attempt to achieve homology between the theoretical perspectives I put to use in my analysis and the practices of writing a PhD. I aim to present a reflexive piece of work that explores the situatedness of the PhD, and its authoring, as product and process.

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22

Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.

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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading strategies, and finally the methodology behind how teachers assess student content learning through assigned text. This study is broken down into three major components: teacher-completed reading logs, student surveys, and two case studies. This mixed methods data collection process revealed that students are typically assigned less than two reading assignments per class per week, however nearly half of these students indicate that they read all of an assigned text. Case study data concluded that teachers are not consistent in their methodology neither in selecting reading assignments nor in utilization of reading strategies. Finally, based on the data, it is reasonable to conclude that students in this setting may not be prepared to handle complex texts found in post-secondary education and/or in the workforce.

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23

Westbrook, Jo. "Narrative Reading Processes and Pedagogies in the Secondary School." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506958.

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24

Feldman, Donna B. "Writing Instruction and Standardized Reading Scores Among Secondary Students." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1259184678.

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25

Dudley, Anne Minot. "Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1286%5F1%5Fm.pdf&type=application/pdf.

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26

Du, Toit C. M. "Transition, text and turbulence : factors influencing children's voluntary reading in their progress from primary to secondary school." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162005-104322.

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27

Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.

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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.

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28

Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

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This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

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29

Vladut, Andreea. "Swedish upper secondary pupils' reading habits and reading comprehension in English in the digital age." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62673.

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The aim of this study is to investigate if the levels of attainment in national reading comprehension tests in English reflect the types of reading texts which pupils encounter inside and outside the classroom. A further aim is to find out if there is a gender distinction between boys’ and girls’ levels of reading comprehension which can be related to existing reading habits. A questionnaire was completed by upper secondary school pupils of Englishin order to investigate the threeresearch questions. The questionnaire involved 10 questions about the pupils’ reading habits. Furthermore, two reading comprehension tests that were created by The Swedish National Agency for Education were also used and distributed to the pupils to complete. The pupils’ results from the reading comprehension test were used by the author to answer the three research questions thatthis study is based on. The results of this study showthat the types of texts the pupils encounter inside and outside the classroom affect their results on the reading comprehension tests. Regarding the second question that this study investigates, there is no gender distinction between boys’ and girls’ levels of reading comprehension, whichcan be related to existing reading habits. Concerning the third research question in this study, the results show that both girls and boys spend more time on social media than reading English fiction. These results might indicate the fact that technology such as the Internet and social media are very popular and important in the pupils’lives. Moreover, technology and theuse of social mediamightas well affect the pupils’ reading habits and reading comprehension.

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Warsop, Alexandra. ""Why has she stopped reading?" : the case for supporting reading for pleasure in secondary schools." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53427/.

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The aim of this study was to investigate why some children, who engage in reading for pleasure at primary school, stop reading once they have transitioned to secondary school. The study followed eight students from their last term of Year 6 primary education (10 to 11 year-olds) through to the end of their first term of Year 8 secondary education (12 to 13 year-olds). In this ethnographic interpretivist study I used a variety of methods including: observation, questionnaires and group conversations to discover the reasons why some students engage in less reading for pleasure once they begin their secondary school education. I employed thematic analysis to allow flexibility to my research and to provide a detailed and rich account. Some of the eight students involved in this study dramatically reduced the amount of reading which they engaged in and some continued to spend a similar amount of time engaging in reading for pleasure. Some students continued with familiar, safe, readerly texts and some students branched out to explore new genres and text types. This study provides insight into how the child as a reader changes once they move to secondary school and identifies what teachers need to know about the child to be able to facilitate reading for pleasure. New Year 7 students are concerned about perceived negative peer perceptions of readers and suggestions are made about the ways in which teachers and librarians can work with students to encourage reading for pleasure. A key finding of this study was that a precise understanding of Year 7 students as readers by secondary school English teachers is required for them to be able to facilitate students’ reading for pleasure. Suggestions are offered about how teachers can gain a greater understanding of their students as readers and suggestions are also offered about how to develop the child as a reader.

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31

Spencer, Tina Rae. "A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934579.

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<p> The purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn. </p><p>

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Wong, Lai-see, and 黃麗絲. "A study of extensive reading in secondary 1 English classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.

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Chung, Ka-yan. "An investigation into the effectiveness of guessing the meaning of unfamiliar words in enhancing reading comprehension among secondary four students in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4126213X.

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Hickerson, Benny L. (Benny Louise). "Critical Thinking, Reading, and Writing: Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331510/.

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The purpose of this study was to determine the effectiveness of a direct instruction model as a means of enhancing secondary students' schema for expository text. Subjects were seventh- and tenth-grade students in regular reading and English classes in an suburban school district. Students were pre- and posttested on four measures: attitude toward expository text, independent reading comprehension and recall from expository text, organization of information from expository text in notetaking, and expository writing. A nested analysis of covariance procedure was used for data analysis to account for teacher effects and group non-equivalence. The study was conducted over a six-week period in the spring semester. A model of direct instruction in analysis of expository text structure was developed by the researcher, using sample text passages similar to those encountered by seventh- and tenth-grade students in content area reading. Treatment group teachers were provided with lesson plans and materials and were given instruction in the model; comparison group classes were given no particular instructional treatment other than that normally conducted during this period.

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Brewer, Robert Lee. "The effect on comprehension of teaching selected vocabulary prior to reading an eleventh grade social studies passage." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435170.

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This study was conducted to determine the affect on comprehension of teaching selected key vocabulary words prior to reading an eleventh grade social studies passage. Four hypotheses were stated and the .05 level of confidence was used as the criterion for acceptance or rejection.Data for the study were collected from 143 students in six eleventh grade social studies classes. All students in the study were asked to read the same social studies passage. Students in the treatment group were given vocabulary instruction; students in the control group were given no vocabulary instruction. Upon completion of the reading assignment all students were asked to answer sixteen multiple choice questions. The questions were classified as vocabulary specific and general.The sum of the means for specific and general questions and the difference between the means of specific and general questions were calculated in order to determine if differences between the treatment group and control group could be attributed to the question type. A multivariate and a univariate analysis were applied to the data collected for the study.Hypothesis 1, which stated that there is no significant difference between the comprehension scores of the social studies class which receives vocabulary instruction and the social studies class which receives no instruction, was rejected. Vocabulary instruction improved scores for students in the treatment group. Hypothesis 2 which stated that there is no significant mean difference among the gains in comprehension scores of the social studies students classified as high, medium, or low was accepted. There was no significant difference in the gains in comprehension for students of varying vocabulary development. Hypothesis 3, which stated that there is no significant mean difference between the number of correctly answered vocabulary specific questions and the number of correctly answered general questions, was rejected. Students scored higher on the vocabulary specific questions. Hypothesis 4 which stated that there is no significant mean difference between the comprehension scores of the male and female social studies students was accepted. The vocabulary instruction did not result in a significant difference in comprehension between male and female subjects.

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DeLaney, Carol Hinchman Kathleen. "Literacy at Quincy High a case study of one high school's focus on literacy /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Leung, Hei-man Heman. "Newspaper reading habits of secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.

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Burnett, Patricia Jane. "Reading and teaching prose texts in senior secondary English classes." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.

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This study considers three different aspects of the teaching of prose texts in New Zealand's senior secondary English classes. Firstly, the study reports the findings of a survey of the prose texts currently being used in Years 11, 12 and 13 and the processes of texts selection at 47 area and secondary schools. Secondly, I address the issues of curriculum change and the inclusiveness of the English curriculum, focusing particularly on those issues pertaining to gender and culture. The third focus of this thesis examines some theories of literacy and the methods teachers are utilising to teach prose texts in secondary schools in the late 1990s. The survey showed that schools are using a wide range of fiction, non-fiction and short story titles and these include a mixture of texts from the Western literary canon and texts by modern authors. While the quality of writing proved to be the most popular criteria for the selection of new texts the HODs also mentioned that books were being selected because they were written by New Zealanders and/or that they portrayed strong female characters, thus addressing some of the culture and gender issues raised in the English curriculum. Teachers are being encouraged, and pre-service teachers are being trained, to put reader-response and critical literacy theories into practice in their classrooms, and these teaching methods also seek to make classrooms inclusive for all students.

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Leung, Hei-man Heman, and 梁羲文. "Newspaper reading habits of secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895165.

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Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.

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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.

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41

Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.

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Haji, Bolhassan Rahmawati. "Reading across the curriculum in a bilingual context : reading strategy use in three upper secondary schools in Brunei." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367019/.

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The students in the Brunei mainstream education system eventually learn most subjects in English, which is not the first language for most of them. Reading in English is valued as it provides access to knowledge across the curriculum for the majority of students in Brunei as elsewhere too. Reading both for comprehension and learning are two areas of interest in this study. This thesis looks at the strategy use of (upper) secondary students of different abilities from three schools in Brunei when reading their academic materials in English. It aims to compare reading strategies the students used and which strategies the teachers taught (the use of) in two subject areas: English Language and Content Subjects. Adopting both quantitative and qualitative approaches, data was primarily collected from upper secondary students in three schools in Brunei; one of which consists of high ability students while the other two schools have mixed ability students. In the quantitative part of the study, students responded to the questionnaire on the perceived reading strategies used when reading. In the qualitative part of the study, twenty five students participated in semi-structured interviews where ten of them did a think-aloud reading activity. In terms of reading strategy use, the quantitative results showed that students employed cognitive reading strategies more than metacognitive strategies when they read in English. The qualitative results also revealed that students of different ability groups, in general did not differ greatly in the types of strategies they used. However, the frequency in the use of strategies and in the elaboration and execution of these strategies do vary among the students and across the two subject areas. Findings of the study further suggest that; (a) reading in the two subject areas differ in the emphasis of reading strategies, (b) ability may contribute to the differences in strategy use among students in the two subject areas.

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Sjölander, Max. "Digital EFL reading versus traditional EFL reading in upper secondary school. : A study of reading comprehension in digital and print text." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35943.

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This study tested differences in reading comprehension between printed text and digital platforms. Two groups of upper secondary EFL students took eight tests, aiming to test their reading comprehension. The students took four tests in which they read traditionally and four in which they read digitally. The results of those tests were then compared using the percentage of correct answers, mean scores, and a t-test. The results showed slightly, but statistically insignificant higher scores in favor of the traditional test-takers. One test showed a statistically significant difference in favor of traditional test takers. The results were later discussed through relevant previous and related research. The reason for the difference in performance is, arguably, due to test mechanics.

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Leung, Y. F., and 梁玉芬. "Developing the culture of reading: a case study of the implementation of reading activities in an EMI secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31683903.

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Ming, Wing-chuen, and 明永泉. "Effectiveness of teaching expository text structure reading strategy in developing F.6 students' reading comprehensionability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368556.

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本研究旨在探討教授學生說明文結構閱讀策略，能否提升預科學生閱讀理解的能力。參與本研究共26名中六文科女學生。本研究採用前實驗設計的單組前測----後測設計，學生在前測和後測之間接受「說明文結構閱讀策略」教學，教學內容包括認識六種說明文結構模式、各種結構模式的標示語及結構圖。本研究對學生進行兩次訪談，了解學生在進行閱讀評估時所運用的策略及遇到的問題，並了解學生對運用說明文結構閱讀策略的看法。研究結果顯示：教授學生說明文結構閱讀策略，能提升預科學生閱讀理解的能力。學生學習「說明文結構閱讀策略」，對提升「概括文意」的閱讀理解的能力成效最為顯著，對提升「根據文意理解詞義」的閱讀能力亦有顯著成效，對提升「擷取重要信息」及「綜合資料分析推斷」的閱讀能力的成效則未見顯著。就提升不同閱讀能力程度的學生的閱讀理解能力方面，教授「說明文結構閱讀策略」對中等程度和程度較低的學生的成效顯著。另從訪談得知，學生普遍覺得高考中國語文及文化科閱讀理解試卷十分困難。跨篇章設問的考核形式，亦會增加試題的難度。學生大都認為學習「說明文結構閱讀策略」，對閱讀說明文有很大幫助。根據本研究的發現，研究者提出一些教學建議：(1)學習材料宜由淺入深，讓學生更容易掌握各種說明文結構模式；(2)每一次只宜教授一種結構模式，以免學生感到混亂；(3)指導學生學習時，可以運用不同的教學策略，如讀寫結合。 This research investigates the effectiveness of teaching expository text structure reading strategy in developing S6 students’ reading ability. The 26 participants in this research are F6 female arts group students. This research adopts the one-group pretest-posttest design of the pre-experimental design. Students received training in expository text structure reading strategy training between two tests. The teaching content includes six expository text structures, signal words and graphic organizers. This research also interviewed the students two times to investigate what strategies they had used and their problems in the reading comprehension tests, and to investigate their opinion of using expository text structure reading strategy. According to the result, teaching expository text structure reading strategyimprovesS6 students’ reading ability. There is significant difference in the comprehension ability of summary, there is significant difference in the comprehension ability of decoding meaning of words according to the text content, too. But there are no significant difference in the comprehension ability of retrieving information and synthesis of information, analyse and infer. In the developing the reading ability of students of different level of reading ability, teaching expository text structure reading strategy has significant effects to the students of mid-level and low level reading ability. According to the interviews, students complain that the CLC reading comprehension question paper is very difficult, especially the cross text questions. Students agreed that learning expository text structure reading strategy is helpful in reading expository text. Form the findings in this research, researcher suggests: 1. learning material should be arrange from easy to difficult, so the students will learn the expository text structure easily. 2. Teach expository text structures one by one, to avoid the students from misunderstanding. 3. Using different teaching strategies, for example, read and write.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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Davis, Hope Smith. "Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1240938743.

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Thesis (Dr. of Education)--University of Cincinnati, 2009.<br>Advisor: Eric J. Paulson. Title from electronic thesis title page (viewed July 23, 2006). Includes abstract. Keywords: scripted reading; metaphor analysis; corrective reading; rewards plus; secondary; reading intervention; reading conceptualizations; reading; high school; middle school; qualitative research; ethnography. Includes bibliographical references.

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47

Lee, Mee-To May, and 李美桃. "A comparative study of reading strategies used by Hong Kong teachers and those implicit in the reading tasks they plan for students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245626.

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Hedman, Marika. "Reading in English in Swedish Classrooms : A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30095.

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This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT). This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.

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Tong, Sui-leung Thomas. "Reading strategies used by S6 students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31953852.

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Mayer, Jill A. "An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.

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